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la  dernlAre  page  qui  comporte  une  telle 
empreinte. 

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symbols  V  signifle  "FIN". 

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d'images  nAcessaire.  Les  diagrammes  suivants 
lllustrent  la  mAthode. 


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to 


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2 

3 

4 

5 

6 

taaMBIMBffliriiitniiitiir'rrt iiiwimiliiiii  HI 


i 


GROWTH   OF   THE    ORAL    METHOD   OF 
INSTRUCTING   THE  DEAF. 


AN    ADDRESS 

DbLIVERBD     NOVBMBI  B     10.     1894,    ON     THE     TwBNTY-FIFTH 

Anniversary   o:     the  Opening  of  the  Horace 
Mann   CjChool,  Boston,  Mass., 


BY 


!/ 


ALEXANDER  GRAHAM  BELL. 


t 


tr 


I 


Reprinted^  by  permission,  from  the  Annual  Report  of  the  Committee 
on  the  Horace  Mann  School,  School  Document  No.  12,  1896. 


BOSTON: 
PRESS    OF    ROCKWELL    AND    CHURCHILL. 

1896. 


1 


2L^):^5 


-"-'TO'ir-wi.TISEf.a 


"»*«i»jsaiia^(^j^ 


'Wiraiwi 


GROWTH  OF  THE  ORAL  METHOD  OF 
INSTRUCTING  THE  DEAF. 


ADDRESS  OF  ALEXANDER  GRAHAM   BELL. 

Mr.  Chairman,  Ladies  and  Oenllemen  ;  It  is  indeed  a  great  privilege 
to  be  able  to  join  with  you  in  congratulating  the  Plorace  Mann  School 
for  the  Deaf  on  the  twenty-fifth  anniversary  of  its  birth.  I  have  a  very 
deep  personal  interest  in  this  school,  for  it  was  the  means  of  bringing 
me  to  America.  The  School  fioard  of  Boston,  at  the  solicitation  of  Miss 
Fullei",  your  worthy  principal,  invited  me  to  visit  the  United  States  for 
the  purpose  of  helping  her  teachers  in  thoir  effoits  to  teach  the  deaf 
children  of  Boston  to  speak,  and  to  understand  speech  by  watching  the 
movements  of  the  mouth;  and  in  April,  1871,  I  entered  upon  the  work. 

I  note  with  sadness  how  few  of  the  early  teachers  remain.  Miss 
Fuller  is  here.  Miss  True  is  here;  the  others  have  passed  away.  As  I 
recall  those  early  days  when  I  first  knew  this  school,  and  when  it  occu- 
pied a  ver}'  different  building  from  the  palatial  structure  in  which  we 
are  to-day,  I  remember  the  face  of  an  old  man  passing  from  class  to 
class,  a  man  who  loved  the  school,  —  its  founder,  its  friend,  — and  who 
almost  lived  in  the  school  during  the  school  hours  of  the  pupils.  I  refer 
to  the  Hon.  Dexter  S.  King.  I  look  upon  your  walls,  but  I  eee  no  me- 
morial of  his  name.  I  trust  that  the  School  Board  of  Boston  may  yet 
record  in  an  enduring  tablet,  or  in  some  other  enduring  manner,  the 
name  of  that  good  man,  who  was  the  earliest  and  best  friend  that  the 
school  has  ever  had. 

This  was  a  very  little  school  at  the  time  that  I  remember  it,  a  very 
young  school,  —  only  two  years  old,  —  an  experimental  school.  People 
really  did  not  know  whether  it  was  practicable  to  teach  the  dumb  to 
speak  and  the  deaf  to  hear.  The  public  looked  upon  this  as  a  sort 
of  miracle;  and  we  all  knew  that  the  days  of  miracles  had  gone. 
But  many  of  the  miracles  of  the  past  are  to-day  every-day  facts; 
and  every  mother  of  a  deaf  child  now  knows,  to  her  joy,  that  her  child 
can  be  taught  to  speak,  if  not  as  well  as  other  children,  yet  so  as 
to   be   intelligible  to    her  and  her  friends   at  home,  and  that  her 


*  ORAL  METHOD  OF 

child  can  be  taught  to  understand  the  speech  of  others  by  means  of  his 
eyes.  This  is  a  glorious  accomplishment.  No  one  doubts  It  to-day  for 
there  are  too  many  hundreds,  too  many  thousands,  of  instances.  It  is 
an  accomplished  fact,  it  is  no  longer  an  experiment. 

I  can  remember  with  somewhat  of  amusement  the  feelings  which  actu- 
ated  myself  when  I  first  came  into  contact  with  this  school.     As  a  student 
of  the  mechanism  of  speech,  familiar  with  it  from  my  childhood,  this 
subject,  in  tact,  having  been  the  professional  study  of  my  family  for  three 
generations,  I  realized  that  deaf  children  whose  vocal  organs  were  per- 
fect could  be  taught  to  speak.     [  understood,  of  course,  that  no  one  natu- 
rally speaks  a  language  that  he  has  never  heard,  and  that  as  a  matter 
of  course  a  child  who  has  never  heard  the  English  language  could  only 
acquire  it  by  instruction.     I  was  therefore  prepared  for  the  claims  of 
my  friend.  Miss  Fuller,  that  the  deaf  children  of  the  city  of  Boston 
could  be  taught  to  speak.     But  I  must  confess  that  I  was  extremely 
sceptical  in  regard  to  the  possibility  of  their  understanding  speech  by 
watching  the  movements  of  the  mouth.    It  is  more  difficult  for  one  who 
IS  familiar  with  the  mechanism  of  speech  to  realize  the  possibility  of 
this  than  for  one  who  is  ignorant  of  it;  and,  to  be  candid.  I  did  not  be- 
lieve It     Of  course  I  was  too  polite  to  say  so  to  my  friend,  Miss  Fuller : 
but  stil   there  was  that  lurking  feeling  in  my  mind,  that  the  claim  that 
deaf  children  could  understand  the  speech  of  their  friends  to  any  great 
or  useful  extent  was  too  broad.    Obsei-vation.  however,  assured  me  that 
the  children  really  did  seem  to  understand,  to  a  very  useful  extent,  the 
utterances  of  their  friends  and  their  teachars;   they  were  not  deaf  at 
home ;  they  were  not  deaf  with  their  teachers ;  and  my  curiosity  was  so 
much  aroused  to  ascertain  the  cause  of  what  seemed  from  my  point  of 
view  impossible  as  to  lead  me  to  make  the  instruction  of  the  deaf  my 
life  work.  •' 

My  original  scepticism  concerning  the  possibility  of  speech-reading 
had  one  good  result:  it  led  me  to  devise  apparatus  th.u  might  help  the 
children.    Why  should  we  not  make  a  machine  to  hear  for  them,  a  ma- 
chine that  .hould  render  visible  to  the  eyes  of  the  deaf  the  vibrations 
of  the  air  that  aflfect  our  ears  as  sound  ?    I  made  many  such  machines, 
[varied  my  form  of  apparatus  all  the  way  from  the  phonautograph 
of  Leon  Scott  up  to  an  apparatus  constructed  of  a  human  ear  taken 
from  a  dead  subject.      A  pencil  actuated  by  the  membrana  tympani 
recorded  upon  a  sheet  of  smoked  glass  the  utterances  that  were 'spoken 
in  o  the  dead  man's  ear.      These  experiments  were  what  the  world 
calls  failures;  that  is.  they  did  not  accomplish  the  result  intended.     I 
did  not  succeed  in  making  an  apparatus  into  which  a  deaf,  child  could 
look  and  see  the  vibrations  of  speech  so  recorded  as  to  enable  him  to 
understand  what  was  said,  or  to  recognize  the  elements  of  speech     It 


i 


itVgiSKaw:'; 


INSTRUCTING  THE  DEAF. 


s 


yy  means  of  his 
)ts  it  to-day,  for 
nstivnces.     It  is 

ings  which  actu- 
i.     As  a  student 
childhood,  this 
family  for  three 
'gans  wei'o  per- 
lat  no  one  natu- 
lat  as  a  matter 
lage  could  only 
'  the  claims  of 
city  of  Boston 
was  extremely 
[ling  speech  by 
lit  for  one  who 
5  possibility  of 
I,  I  did  not  be- 
I,  Miss  Fuller; 
the  claim  that 
s  to  any  great 
ssured  me  that 
ful  extent,  the 
re  not  deaf  at 
iriosity  was  so 
n  my  point  of 
f  the  deaf  my 

peech-reading 
light  help  the 
r  them,  a  ma- 
the  vibrations 
ich  machines, 
lonautograph 
in  ear  taken 
ana  tympani 
were  spoken 
at  the  world 
intended.     I 
f.  child  could 
lable  him  to 
'  speech.    It 


was  a  failure ;  but  that  apparatus,  in  process  of  time,  became  the  tele- 
phone of  to-day.  It  did  not  enable  the  deaf  to  see  speech  as  others  hear 
it,  but  it  gave  ears  to  the  telegraph,  and  to-day  wo  hear  in  Boston  what 
is  spoken  in  New  York  or  Chicago.  I  trust  you  will  pardon  personal 
allusions  to  my  own  work ;  it  is  only  right  that  it  should  be  known  that 
the  telephone  is  one  of  the  products  of  the  work  of  the  Horace  Mann 
School  for  the  Deaf,  and  resulted  from  my  attempts  to  benefit  the 
children  of  this  school.  I  p.m  proud  indeed  to  think  that  twenty-three 
years  ago  I  was  myself  a  teacher  in  this  school ;  T  am  proud  to  think 
that  I  have  been  a  teacher  of  the  deaf  ever  since. 


In  celebrating  this  anniversary  it  may  be  well  to  take  aglance  ai'ound 
us  at  the  other  schools  of  the  country  and  see  where  the  Horace  Mann 
School  stands. 

Quite  a  number  of  different  methods  of  instruction  are  in  use  in 
America ;  and  day-sehools  and  boarding-schools  —  large  and  small  — 
are  scattered  throughout  the  length  and  breadth  of  the  land.  The  oral 
method,  which  Boston  has  adopted,  is  used  with  less  than  25  per  cent, 
of  our  pupils;  and  day-schools  constitute  only  a  small  minority  of  the 
schools  of  the  country  (between  16  and  23  per  cent.).' 

Is  Boston  then  justified  in  the  adoption  of  the  oral  method  and  the 
day-school  plan  P  Or  are  other  methods  more  successful,  and  boarding- 
schools  preferable  to  day-schools  P 

The  best  way  to  approach  this  subject,  I  think,  is  to  examine  the 
matter  historically    and  statistically. 

Where  you  have  a  free  competition  of  methods  and  schools,  and  a 
struggle  among  them  for  existence,  natural  selection  will  surely  operate 
to  bring  about  the  survival  of  the  fittest.    Time  will  reveal  the  best. 

The  first  oral  schools  were  established  in  1867,  so  that  we  have  as 
yet  only  twenty-seven  years  of  progress  of  the  oral  method  to  examine. 
The  French  or  sign  system  with  which  it  came  into  competition  was  in- 
troduced in  1817,  and  for  fifty  years  had  the  whole  field  of  America  to 
itself  without  opposition.  The  oral  schools  thus  started  under  the  disad- 
vantage of  having  to  dispute  progress  with  a  method  that  was  already 


1  The  lateat  BtatlsticB  (1893)  show  that  ont  of  8,304  pupils  in  American  ochooU  for  the  demf, 
3,056,  or  24.T  per  cent.,  were  taught  wholly  by  the  oral  oiethoil.  Total  schools,  70  (boarding 
6],  day  13,  unknown  5).    See  "  Annals  "  for  January,  1894,  XXXIX.,  pp.  62  to  62. 

>  The  length  of  tbls  paper  renders  It  advisable  to  omit  the  greater  portion  of  my  historical 
remarks  concerning  the  early  schools  of  the  country.  I  do  this  the  more  readily  because  all 
the  material  Is  accessible  In  printed  form  in  the  great  work  published  by  the  Voita  Bureau 
(Washington, D.O.,  1893),  entitled  "Histories  of  American  Schools  for  the  Deaf,"  Issued 
under  the  able  editorship  of  Dr.  Edward  Allen  Fay,  Vice-President  of  the  Columbia  Institu- 
tion for  the  Deaf  and  Dumb,  and  editor  of  the  "  American  Annals  of  the  Deaf."    A.  Q.  B. 


^:m^mMSim/- 


F^ 


•  ORAL  METHOD  OF 

well  introncluMl  upon  An.«ri,,an  soil,  a.ul  which  .-onsidered  the  advent 
of  the  oral  method  as  a  hostile  act. 

What  has  i»,cn  th«  p.-.-gross  of  this  method  since  ?    Statistics  cotr.olle.l 
fromlu.^Amo,ic.m  Annals  of  ,he  Deaf"  yiel.i  the  followiniZ:  s : 

here  OD  Tue.dny,  the  l«h  of  May  iicxl  "  elo   Th„ mnl  .Ih     i       ?   ,  **  "'*'"'  '"  ""''' 

»Dd  New  York  Cltv  wore  not  nv.  1h        .      ^ ■""""' "=»"'<"•  """•tlngln  Northampton,  M«.... 

.Dd  other,  ehould  bo  ,„v  Ited  "  JuhoLt,        .".    ."^     "' ""  "'""'"""""  convention,  te,oher. 
labor."    (..  AliAmXllTT^lJ''  '"  '*•"  -"""■  -  '^"«-  '""y  -y  «..  ,n  their 


i 


,..*air 


lidered  the  advent 

>tatistic8  cotTipiled 
llowitijur  roHii.s: 

Inolpnli  of   Ainorlcnn 
tvd  loiornHt  maulfuAtud 
limb,  takiiiK  In  certain 
ully  prnotU«d  In   thia 
rbc  Columbia  loatltii. 
in  conferenoeof  (hone 
urea  and  melhoda  will 
•    •    VVo  have  there. 
I  UnitPd  Btatea  to  meet 
Northampton,  Mn»., 
leHtlDRihiit  followed; 
conveotloDa  tenohora 
they  may  uae  In  their 


rNSTRUCTTNfi  TIIK   DKAF. 


I.      HTATUTICt;   or  THK   NKW    ENUI.ANI)   NTATRH. 


f 


Datb. 


1868 

1869 

1870 

1871 

1872 

1878 

1874 

187/5 

1876 

1877 

1878 

1879 

1880 

1881 

1882 

1888    . 

1884    . 

18b6    . 

1886  . 

1887  . 

1888  . 

1889  . 

1890  . 

1891  . 
1892*. 
1893 •. 


Ndhmr  or  Popiu. 


Tofi  pupil,.  ^J;„",5j;;,„ 


804 
320 
370 
387 
409 
418 
411 
487 
442 
471 
466 
488 
476 
479 
484 
498 
S20 
612 
500 
608 
601 
631 
629 
664 
504 
624 


3 

cfi 


843 
348 
366 
406 
418 
460 
460 
606 
447 
461 


Taught 
wholly  by 
the  Oral 
Method. 


PiHomiTASi  or  PuriLi. 


88 
41 
76 
96 
119 
188 
147 
168 
162 
199 
204 
228 
248 
246 
260 
269 
289 
287 
293 
304 
322 
339 
342 
366 
334 
361 


Taught 
Articulation. 

Tauiiht 
wholly  by 
the  Oral 
Method. 

12.4 

13.8 

20.6 

24.6 

29.1 

33.0 

86.8 

38.4 

86.7 

42.8 

43.8 

47.2 

51.1 

61.4 

68.7. 

64.0 

66.0 

66.6 

68  i) 

66.1 

78.2 

58.6 

79.7 
83.4 
84.7 
86.9 
89.7 
88.7 
87.6 


■Flgnrea  refer  to  number  of  pnplli  preient  November  Ifi. 


69.8 
64.8 
63.8 
64.8 
64.7 
66.3 
67.0 


r^' 


T' 


8 


ORAL  METHOD  OF 


In  1868,  the  year  preceding  the  opening  of  the  Horace  Maun  School, 
the  total  number  of  deaf  pupils  in  the  New  England  States  was  304. 
Of  these,  38,  or  a  little  more  than  12  per  cent.,  were  found  in  c-al 
schools.  Since  then  the  percentage  has  continuously  increased  until, 
on  Nov.  16,  1893,  out  of  a  total  of  524  pupils,  3iil,  or  6?  per  cent.,  v/ere 
found  in  exclusively  oral  schools. 

Thus,  so  far  as  the  New  England  States  are  concerned,  the  verdict  of 
time  has  been  exceedingly  favorable  to  the  oral  method. 

Starting  from  two  independent  centres  in  the  East  (Northampton, 
Ma!>s.,  1867 ;  New  York  city,  1867),  tlie  oral  movemeat  gradually  spread 
to  other  parts  of  the  United  States ;  but  it  is  difficult  to  trace  its  progress 
in  the  counti^  as  a  whole,  because  the  "  Annals  "  has  failed  to  give  us 
special  statistics  upon  the  subject  until  quite  recently. 

It  so  happens  that  in  the  sign  or  so-called  "combined"  schools  of 
the  New  England  States  no  pupils  are  taught  wholly  by  the  oral 
method,  so  that  the  gi'owth  of  the  method  in  these  States  can  be  aacei'- 
tained  by  simply  adding  together  the  pupils  in  attendance  at  the  oral 
schools. 

Outside  of  the  New  England  States,  however,  the  movement  pro- 
gressed not  simply  by  the  establishment  of  rival  schools  in  competi- 
tion with  the  older  schools  of  the  country,  but  by  the  actual  invasion 
of  the  latter  themselves.  The  oral  method  has  penetrated  into  many  of 
these  schools,  so  that  in  the  same  school  some  pupils  may  be  taught  by 
the  sign  and  others  by  the  oral  method.  This  is  what  is  usually  meant 
by  the  term  "  combined  system,"  but  the  term  is  applied  so  vaguely 
that  many  of  the  schools  which  are  classified  in  the  ' '  Annals  "  as  pursuing 
the  "  combined  system"  do  not  employ  the  oral  method  at  all  with  any 
of  their  pupils.  The  indeiinitcness  of  the  classification  has  thus 
rendered  it  extremely  difficult  to  ascertain  from  the  published  figures 
the  extent  to  which  the  oral  methci  is  employed  in  American  schools 
for  the  deaf. 

In  1892  the  American  Association  to  Promote  the  Teaching  of  Speech 
to  the  Deaf  directed  attention  to  the  lack  of  statistics  concerning  the 
matter,  and  requested  the  "  Annals"  Uj  publish  annually  the  number  of 
pupils  "  taught  wholly  by  oral  methods,  and  the  number  taught  in  part 
by  oral  methods." ' 

In  response  to  this  request  the  "  Annals  "  has  since  given  us  the  number 
taught  -wholly"  by  oral  methods;'  but  we  are  still  in  ignorance  of 
the  full  extent  to  which  the  method  is  employed  in  American  schools 
for  the  deaf. 

>  "  Proceedingg  o^  Second  Annual  Ueeting,  1892,"  p.  139. 

•  See  "  Annali "  for  1898,  Vol.  XXXVIU.,  pp.  62  to  63;  alio  p.  812. 


j::-.-: 


4 


■■d\^ 


Horace  Maun  School, 
rland  States  was  304. 

were  found  in  cul 
'usly  increased  until, 

or  67  per  cent.,  v/ere 

cerned,  the  verdict  of 
ithod. 

East  (Northampton, 
eut  gradually  spread 
to  trace  its  progress 
has  failed  to  give  us 
ntly. 

nibined"  schools  of 
vholly  by  the  oral 
States  call  be  ascer- 
sndance  at  the  oral 

the  movement  pro- 
choois  in  competi- 
the  actual  invasion 
trated  into  many  of 
may  be  taught  by 
It  is  usually  meant 
pplied  so  vaguely 
anals"  as  pursuing 
lod  at  all  with  any 
ification   has  thus 
published  figures 
American  schools 

aching  of  Speech 
:s  concerning  the 
lly  the  number  of 
•er  taught  in  part 

en  us  the  number 

in  ignorance  of 

Lmerican  schools 


«i(0  p.  3U, 


PERCENTAOE 


GROWTH  OF   SPEKCn-TEACIIING   IN  AMEKICAN  SCll 


100% 

00<T>0     C\J00.<;;f-i.Ovor-^00<:DC?      — 

CXJOOOOOOOOOOOOCXDOOCXDOOOOCOCX 

90% 

80% 

70% 

60% 

50% 

^ 

/' 

40% 

/ 

^ 

f""^ 

/ 

^ 

/ 

30% 

y 

y 

/ 

/ 

20% 

/ 

/ 

10% 

I 

/ 

1.  Percentage  of  piipits  in  th«  Xew  England  StcU 

2.  Percentage  of  pupils  tii  th'^  United  States  taugl 
S,  Percentage  of  pupila  la  tlie  New  Kngland  8tat< 
4.  Percentage  of  pupila  in  the  United  Statea  recel< 


wsm" 


PERCENTAOK     CIIAUT. 


ING   IN  AMEKICAN  SCHOOLS  FOR  THE   DEAF,  GUAPHICALLY  SHOWN. 


•-^—    1 —    ^^oococxDoooooooooooooocr>o^cr»cr) 

OOOOOOOCOCXDOOOOCJOCXDOOOOOOOOOOCOOOOO 

^ 

."'' 

■"—-. 

--- 

,'■' 

'■ 

^" 

r"^ 

/ 
/ 
/ 

! 

3 

_,^- 

/ 

"^ 

"^ 

^ 

y 

— " 

• 

1 

^^ 

/ 

•' 

,/ 

^ 

'^ 

•  * 

/ 

1 

,."••• 

t:»-* 

■ 

■"••• 

' '" 

4 

•■ 

/ 

7 

r 

3 

,.._.  1 

80% 

60^0 
50% 
40% 
30% 
20% 
—I  I  0% 


)f  piipi!=  in  the  Xew  England  Stctea  taught  wholly  by  the  oral  method. 
>f  pupils  in  th'j  United  States  taught  wholly  by  the  oral  method. 
)f  pupila  la  ttie  New  l£ngland  State*  receiving  inatructlon  in  articulation. 
>{  pupili  In  Hie  IJnIted  Statea  receiving  inatruction  in  artiouiatiou. 


*-* 


1 


t     1 


INSTRUCTING  THE  DEAF. 


9 


The  available  statistics  are  as  foKows : 


n.      STATISTICS  OP  THB  UNITBD   STATES. 


NuMBKR  or  Fowls. 

PlROENTAOl    OF    POPIIB. 

Datb. 

Total  PuplU. 

Tanght 
Artioulation. 

Taaght 
wholly  by  the 
Oral  Method. 

Taught 
Articulation. 

Taught 
wholly  by  the 
Oral  Method. 

iggi   

•    7,482 
7,801 
8,060 
7,978 
8,372 
8,575 
8,901 
9,232 
7,940 
8,304 

2,041 

2,618 

2,484 

2,656 

3,251 

3,412 

8,682 

4,245 

8,924 

4,486 

1 
s 

1 

963  t 
1,581 
2,056 

27.2 
33.6 
30.8 
32.0 
38.8 
89.7 
41.3 
46.0 
49.4 
64.0 

1886   

1886   

1887   

laag      

1889     

., 

1890   

1891    

10.4, 

1892  • 

1893  * 

19.9 
24.7 

•  Figures  -ofer  to  number  of  pupils  present  November  16. 

t  Ascertained  by  Prot.  Joseph  C.  Gordon.  See  Introduction  to  "  Bdncatlon  of  Deaf  ChlW 
dren,"  pnblUhed  by  the  Volta  Bureau. 

The  indications  are  very  clear  that  the  oral  method  is  a  growing 
method  in  the  United  States. 

Of  course  we  cannot  tell  certainly  what  the  future  may  have  in  store, 
but  this  much  is  certain  concerning  the  past:  From  the  very  first 
moment  of  its  appearance  in  this  country  up  to  the  present  lime  the  oral 
method  has  steadily  gained  ground,  the  percentage  of  pupils  taught  by 
it  has  continuously  increased. 

I  submit,  therefore,  that  Boston  is  fully  justified  in  its  adoption  of 
that  method  in  the  Horace  Mann  School. 

Looking  back  upon  the  past,  we  may  note  that  the  oral  method  has 
advanced  m  spite  of  bitter  opposition  from  the  sign  teachers  of  the 
countiy.  The  advocates  of  the  oral  method  have  been  ridiculed,  their 
motives  aspersed,  their  successes  belittled,  and  the  r  failures  magnified ; 
and  yet  in  spite  of  all  this  the  percentage  of  pupils  taught  by  the  oral 


■te 


10 


ORAL  METHOD  OF 


nietliod  has  continuously  increnscd.  What  docs  this  mean  P  Is  not  this 
continuous  atlvanco  in  spite  of  liittor  opposition  nn  evidence  of  intrinsic 
superiority  P  Witiiout  a  ntruj^glo  for  existence,  natural  selection  cannot 
operate  to  bring  abcmt  tlie  survival  of  the  fittest.  A  great  State  institu- 
tion having  the  whole  field  of  a  State  to  itself  without  opposition  has 
no  necec^^ary  tendency  to  improve:  the  unfit  may  there  survive.  But 
where  you  find  little  oral  schools  springing  into  existence  through 
private  enterprise,  in  competition  with  long-established  sign  schools 
wielding  all  the  power  and  patronage  of  a  State,  and  a  bitter  straggle 
going  on  between  tlieni,  and  then  find  as  the  result  of  the  struggle 
that  the  oral  schools  survive,  and  the  State  institution  introduces  ort.l 
teaching,  changing  from  the  sign  or  manual  niethod  to  what  is  called 
*'  the  combined  system,"  do  we  not  find  here  an  evidence  of  superi- 
ority on  the  part  of  the  oral  niethod,  compelling  advance  ? 

If  the  invasion  of  the  sign  institutions  by  the  oral  method  continues 
in  the  future  at  anything  liiie  the  rate  it  has  done  in  the  past,  it  is 
obvious  that  the  Oral  Method  will  ultimately  become  the  prevailing 
method  in  the  United  States.  The  indications  of  twenty-seven  years  of 
progress  point  in  that  direction,  but  the  ultimate  verdict  of  time  has  yet 
to  be  given.  If  we  could  only  wait  for  one  hundred  years!  If  we 
could  cnly  wait  to  celebrate  tlie  centennial  of  this  school,  we  would 
then  know  certainly  Avhat  methods  are  best  in  the  instruction  of  the 
deaf.  Natural  selection  would  have  had  time  to  do  its  work,  and 
(juestions  that  perplex  us  to-day  would  then  have  received  their  final 
answer. 

We  have  a  long  time  to  wait  before  we  can  examine  a  century  of 
progress  of  the  oral  method  in  this  country ;  but  I  would  direct  atten- 
tion to  the  fact  that  both  the  sign  and  oral  methods  have  existed  for 
more  than  a  century  in  Europe.  May  we  not  then  turn  hopefully  to 
Europe  for  light  upon  the  subject?  What  has  been  the  result  of  the 
struggle  between  these  methods  there?  And  if  we  find  that  the 
changes  here  correspond  to  the  progress  made  in  Europe  at  an  earlier 
period  of  time,  may  we  not  infer  that  the  present  condition  of 
aflFairs  in  Europe  is  typical  of  the  future  here? 

Now  what  are  the  facts  so  far  as  Europe  is  concerned  ? 

The  results  of  oral  instruction  in  Germany  early  compelled  universal 
recognition  of  the  fact  that  many  of  the  deaf  could  be  taught  to  speak 
and  understand  speech  by  watching  the  mouths  of  others.  This  led 
the  sign  teachers  to  modify  their  method  and  combine  speech-teach- 
ing with  signs.  Little  by  little  the  sign  method  pure  gave  place  to  a 
combined  system  in  which,  though  the  general  education  of  the  chil- 
dren was  still  conducted  by  the  manual  or  sign-language  method, 
speech  was  taught  to  some  or  all  of  the  pupils.    T  as  a  stage  was 


mam 


INSTRUCTING  THE  DEAF. 


11 


mean  P  Is  not  this 
klence  of  intrinsic 
al  selection  cannot 
great  State  institu- 
out  opposition  has 
lere  survive.  But 
existence  through 
shed  sign  schools 
I  a  bitter  straggle 
It  of  the  strugjj-'e 
>n  introduces  ortl 
to  what  is  called 
^idence  of  superi- 
iceP 

method  continues 
in  the  past,  it  is 
le  the  prevailing 
Jty-seven  years  of 
ct  of  time  has  yet 
ed  years !  If  we 
chool,  we  would 
nstruction  of  the 
lo  its  work,  and 
reived  their  final 

ine  a  century  of 
'uld  direct  atten- 
have  existed  for 
urn  hopefully  to 
the  result  of  the 
fe  find  that  the 
)pe  at  an  earlier 
nt   condition    of 

I? 

pelled  universal 
taught  to  speak 
thers.  This  led 
ue  speech-teach- 
gave  place  to  a 
tion  of  the  chil- 
iguage  method, 
lis  a  stage  was 


reached  in  which  the  question  of  speech-teaching  no  longer  formed  the 
bone  of  contention.  All  teachers  agreed  that  all  of  the  deaf  who  could 
be  taught  to  speak  should  bo  taught.  But  they  differed  upon  the 
questions  of  signs.  (This  is  exa.  !ly  the  position  that  has  been  reached 
to-day  by  American  teachers  of  the  deaf.) 

Europe  was  divided  into  two  opposing  camps.  On  the  one  hand  were 
the  oralists,  led  by  Germany,  who  urged  that  all  of  the  deaf  should  be 
taught  orally,  without  resort  to  the  sign  Language  or  conventional 
signs  of  any  sort.  On  the  other  were  the  advocates  of  a  combine' 
method,  led  by  France,  who  insiHted  that  the  sign  language,  as  well 
as  speech,  should  be  employed  in  the  instruction  of  tiie  deaf. 

The  advocates  of  these  two  opposing  plans  came  to  be  known 
respectively  as  the  "Purists"  and  "Non-purists."  The  "pure "oral- 
ists believed  in  discarding  the  sign  language  altogether;  the  "Non- 
purists"  believed  in  a  combined  system  in  which  both  speech  and 
signs  should  be  employed. 

The  question  in  point  was  finally  settled  at  an  International  Conven- 
tion of  Teachers  of  the  Deaf  which  met  in  Milan,  Italy,  in  September, 

1880. 

This  convention  declared  by  an  almost  unanimous  vote  (160  ayes  to 
4  noes)  that  the  oral  method  ought  to  be  preferred  to  that  of  signs,  and 
the  pure  oral  method  to  the  combined  system.     (See  Appendix  A.) 

The  negative  votes  were  cast  by  Mr.  Richard  Elliott,  of  England, 
and  by  three  American  delegates;'  so  that  the  vote  was  absolutely 
unanimous  so  far  as  continental  Europe  was  concerned. 

The  following  table  shows  the  extent  to  which  the  oral  method  was 
employed  on  the  Continent  at  about  this  time.  The  figures  have  been 
compiled  from  statistics  collected  by  the  "  Annals"  in  1881  and  1882."  _ 

The  statistics  include  details  concerning  280  schools  upon  the  conti- 
nent of  Europe,  containing  16,569  pupils  an-)  1,190  teachers. 

The  vast  majority  of  these  schools  (81  per  cent.)  were  pure  oral 
schools;  a  small  minority  (4  per  cent.)  were  sign  schools;  and  the 
remainder  (15  per  cent.)  pursued  a  combined  system. 

It  is  to  be  regi-etted  that  the  "  Annals  "  has  not  continued  the  publica- 
tion of  similar  statistics  so  as  to  enable  us  to  trace  statistically  the 
changes  brought  about  by  the  adoption  of  the  Milan  resolutions. 


1  "The  American  represenUtlves  were  Dr.  Peet  and  Ihe  Rev.  Dre.  Btoddard  aud  Qal- 
laudet,  ot  New  York,  and  Dr.  Gallaudet  and  Mr.  Denlson,  of  Washington."  ("  Annal.," 
1880,  Vol.  XXV.,  p.  293.) 

>  See  "  Annalg"  lor  1883.  Vol.  XXVIII.,  p.  61. 


-i»' 


B?p!fli*#??p5^«ssi; 


'la- 


ORAL  METHOD  OF 


III.      STATIHTIOS    OF   CONTINENTAL    EUKOPB    (1881-1883). 


Method  or  In. 

NCMBIB  OF 

PancENTAoa  of 

•TROCTIllN. 

Schools. 

205 
10 
88 

Pupllt. 

Toaohrri. 

SohooU. 

Puplli. 

Tuachen. 

Oral    

Sign  

Combined  . . 

11,094 

629 

2,332 

1,035 
34 
95 

81% 

4% 

15% 

80% 
4% 

ic% 

89% 

8% 
8% 

Total* 

2S3 

14,965 

1,164 

100% 

100% 

100% 

*  Not  Including  27  (cliooli  (containing  614  puplla  and  26  tenchera)  In  which  the  methods 
of  Instruction  pursued  were  not  reported. 

Tho  decision  of  the  M'l'An  Convention  regarding  methods  of  instnict- 
ing  llie  deaf  has  beer.  aocejUed  as  final  by  all  subsequent  conventions  of 
teachers  that  have  mot  upon  the  continent  of  Europe ; '  and  most  of  the 
sign  and  combined  Suliools  of  the  Continent  have  since  adopted  the  oral 
method.     (See  Appendix  B.) 

The  adoption  of  the  oral  method  by  France  is  especially  significant. 
For  a  hundred  years  the  sign  and  oral  methods  had  been  known  re- 
spectively as  the  "French"'  and  "  German"  systems  of  instruction. 
For  tho  French  to  abandon  their  national  method  and  adopt  a  system  of 
German  origin  is  of  itself  an  acknowledgment  of  the  intrinsic  superi- 
ority of  the  oral  method.  The  very  school  of  the  Abb6  de  I'Ep^e,  where 
the  sign  methoil  originated,  is  now  an  oral  school. 

It  will  thus  be  seen  that  natural  sel'jction,  operating  upon  the  conti- 
nent of  Europe  for  more  than  a  century,  has  brought  about  the  survival 
of  the  pure  oral  method  and  the  almost  total  extinction  of  the  French 
system  of  signs.  The  verdict  of  time  is  therefore  conclusive  as  to  the 
superiority  of  the  oral  over  the  sign  method  of  instructing  the  deaf. 

A  few  years  ago  (January,  1886)  a  commission  was  appointed  by  the 
British  crown  to  examine  into  the  whole  subject  of  the  education  of 


•  Bordeaux  Convention,  1881;  Brussels  Convention,  1883  (The  Third  International  Con- 
vention);  Christlunla  Convention,  July,  1884;  Paris  Convention,  September,  1884;  Berlin 
Convention,  September,  1884;  Paris  Convention,  Augnst,  1885;  Vienna  Convention,  April, 
1892;  Naguld  Convention,  May,  1892;  Genoa  Convention,  September,  1892.  (See  Proceed- 
ings of  these  conventions;  ali^o  "  Notes  and  Observations  upon  the  Education  of  the  Deaf," 
by  Prof.  Joseph  C.  Gordon,  published  by  the  Volta  Bureau,  pp.  xxxvl  and  zxxvit; 
also  "  American  Annals  of  the  Deaf,"  1882,  p.  129;  1884,  p.  143;  1886,  pp.  78, 175,  229;  1886, 
p.  77;  1893,  pp.  86  to  91,  and  p.  243.) 


}). 


(Of 


Toaohen. 


8% 


100% 


ih  the  method* 

of  instnict- 
iventions  of 
most  of  the 
ted  the  oral 

significant. 
I  known  re- 
instruction. 
1  system  of 
fisic  superi- 
lp6e,  where 

1  the  conti- 
:he  survival 
the  French 
re  as  to  the 
le  deaf, 
nted  by  the 
ducation  of 

matlonal  Con- 
,  1R84;  Berlin 
entlon,  April, 
(See  Proceed- 
I  of  the  Deaf," 
i  and  zxxvll; 
175,229;  1888, 


INSTRUCTING  THE  DEAF. 


w 


the  deaf,  and  to  report  their  recommendations  to  the  British  Parliament. 
This  Royal  Commission  gave  to  the  subject  the  most  thorough  and 
searching  examination  that  the  world  has  ever  seen. 

Prof.  Joseph  C.  Gordon,  in  his  Introduction  to  "  Education  of  Deaf 
Children  "  (published  by  the  Volta  Bureau),  says : 

"  This  Commission  endeavored  to  examine  the  whole  field  of  deaf- 
mute  instruction  with  characteristic  British  thoroughness  and  energy. 
Schools  upon  the  Continent  were  visited,  and  in  London  the  (.'ommis- 
sioners  held  one  hundred  and  sixteen  sittings,  calling  before  them  for 
examin.aion  forty-three  persons  as  experts  speeiiiHv  interested  in  the 
welfare  of  the  deaf,  and  d  smed  <  mble  of  giving  information  of  great 
value  upon  the  subjects  of  inquiry, ' 

The  complete  report  of  the  Commission  forms  a  great  work  of  1,674 
pages,  which  was  presented  to  th.)  British  Parliament  in  1889.  As  a  re- 
sult of  their  labors  they  recommended  "  that  eveiy  child  who  is  deaf 
should  have  full  opportunity  of  being  educated  on  the  pure  oral  system." 
(See  Appendix  C.) 

Shortly  after  the  Milan  Convention  (September,  1880)  the  "Annals" 
(in  1881)  collected  statistics  concerning  the  methods  of  instruction  em- 
ployed in  the  schools  for  the  deaf  throughout  the  world.  (See  "  Tabu- 
lar Statement  of  the  Institutions  for  the  Deaf  and  Dumb  of  the  World," 
"  \nnal8,"  1882,  Vol.  XXVII.,  pp.  32-53.)  Much  of  the  material  relat- 
ing to  foreign  schools  had  been  obtained  through  the  department  of 
State  and  our  diplomatic  representatives  abroad;  and  the  published 
tables  were  then  sent  to  the  foreign  schools  themselves  for  verification 
and  revision.  The  revised  summary  of  results  was  published  in  the 
"  Annals"  for  January,  1883,  Vol.  XXVIII.,  p.  61.  (See  Appendix  D.) 
The  statistics  include  details  concerning  399  schools,  containing  26,473 
pupils  and  2,029  teachers.  From  the  published  table  it  appears  that  at 
this  time  (1882)  the  majority  of  the  schools  of  the  world  (66  per  cent.) 
were  pure  oral  schools;  a  small  minority  (9  per  cent.)  were  sign 
schools ;  and  the  remainder  (25  per  cent.)  pursued  a  combined  system. 
These  are  the  latest  available  figures,  as  the  "  Annals  "  did  not  continue 
to  publish  similar  statistics  after  January,  1883. 

The  following  table  gives  a  synopsis  of  the  results : 


m 


u 


ORAL  METHOD  OF 


IV.      BTATISTICI   or    THB   WORLD    (1888). 


Method  or 

NuMBin  »r 

rKHCINTAOB  OF 

INRTIIUUTION. 

Bcbooli, 

Puptli. 

Teachers. 

Bobooli. 

Puplli. 

Terohtra. 

Oral    

Sign  

Combined  . . 

289 
32 
91 

18,246 

1,642 

10,606 

1,182 
180 
664 

60% 

9% 
26% 

6^% 

6% 

42% 

60% 

n 

88% 

Total* 

8G2 

25,464 

1,966 

100% 

100% 

100% 

*Not  lucltidlDK  37  HcbooU  (contiilulDK  1,010  puplU  and  63  touchers)  lo  which  the  methods 
of  Instruction  pursued  were  not  reported. 

In  considevatiiin  of  till  those  facts  it  is  obvious  tiiat  Boston  is  fully  justi- 
tiecl  in  pursuing  the  oral  method  in  the  IIoracuMann  School.  It  is  to- 
day the  prevalent  method  in  Europe  and  in  the  world  at  large;  and 
though  only  a  minority  of  our  pupils  are  yet  taught  by  it,  it  is  a  grow- 
ing method  in  the  United  States,  and  undoubtedly  destined  to  much 
greater  expansion  in  the  near  future. 

The  diversity  of  methods  at  present  existing  in  the  United  States  is 
eminently  favorable  to  improvements  in  the  art  of  instructing  the  deaf. 

The  "  auricular"  and  "manual-alphabet"  methods,  like  the  "oral," 
seem  to  be  growing  methods  in  this  country ;  but  they  are  of  too  recent 
origin  for  us  to  tell  much  about  them ;  and  Mie  statistics  concerning 
their  growth  are  too  metvgre  as  yet  to  be  made  the  basis  of  research. 
The  mauuivl-alphabet  method  especially  has  made  great  progress  of  re- 
cent years.  Personal  observation  convinces  mo  that  manual  spelling  is 
rapidly  displacing  the  French  sign-language  wherever  oral  teaching 
has  not  prevailed,  but  statistics  are  wanting  by  which  to  measure  the 
change.  All  of  thtfse  methods  (the  oral,  the  auricular,  and  the  manual- 
alphtibet  methods)  are  progressing  at  the  expense  of  the  sign  method, 
which,  though  still  extensively  employed  in  the  United  States,  is  every- 
where upon  the  wane.  For  the  present,  at  least,  the  contest  remains  in 
America  as  it  always  has  been  in  the  past,  —  a  struggle  mainly  between 
the  sign  and  oral  methods  of  instructing  the  deaf. 

In  (iermany  the  controversies  in  which  we  are  engaged  are  things  of 
the  past  that  have  long  been  settled.  For  many  years  all  the  schools  of 
Germany  have  been  pure  oral  schools;  the  controversies  there  have 
Uken  a  new  forni,  —  a  form  which  touches  the  Horace  Mann  School.    It 


*»..,V«^ 


'^^^^-^^'HimiMi: 


■  or 


Te^oheri. 


60% 

n 

83% 


100% 


b  the  method! 


I  fully  justi- 
.  It  is  to- 
large;  and 
is  a  grow- 
id  tu  much 

d  States  is 
y  the  deaf, 
he  "oral," 
too  recent 
concerning 
f  reseivrch. 
jrc3s  of  re- 
spelling  is 
il  teaching 
easure  the 
lie  munnal- 
jn  method, 
3,  is  every- 
remains  in 
ly  between 


INSTRUCTING  THE   DEAF. 


1^ 


is  a  question  as  to  the  character  of  school  —  whether  of  the  institutional 
or  the  day-school  form.    The  institutions  or  boarding-schools  of  Oer- 
many  have  i)oen  gradually  changing,  little  by  little.  Into  day-schools, 
.until  now  the  majority  are  day-schools.     (Sou  Appendix  E.)     Most  are 
exclusively  day-schools  (cxlcrnut),  a  minority  are  boarding-schools  (»/j- 
temat),  and  a  new  class  of  school  (intermU-extcrnnl)  that  has  no  exist- 
ence at  all  in  our  country,  so  far  as  I  know,  has  grown  up  from  the 
conflict  between  the  externiU  and  the  internal.^    The  defendants  of  the 
day-school  assert  that  the  home  relations  of  the  children  are  unbroken, 
that  the  intluence  of  the  parents  in  Instructing  the  children  at  homo 
is  of  enormous  consequence,  that  the  use  of  speech  in  communication 
with  friends  and  relatives  at  homo  Is  a  stimulus  to  speech ;  while  the 
advocates  of  the  boarding-school  think  that  the  teachers  can  do  bettor 
work  if  they  have  the  pupils  all  the   time   under  their  control.     In 
the  mixed  school  (internal-exlernal),  the  pupils  board  in  the  school  for 
the  first  two   or  three  years  of  their   school  life,  and  then,  as  they 
grow    up,   and    are    al)le,  to    some    extent,  to    communicate    with 
hearing  persons,  they  are  boarded   out   in   families,  under   the   idea 
that  practice  in  speaking  with   hearing  persons  is  of   advantage  to 
them.    The  idea    seems    to    be    that    as    these    children    are    to    be 
fitted  to  live  in  a  world   of  hearing  people   and   communicate  with 
them,  as  their  education  progresses  and  they  become  more  ablo  to  com- 
municate with  hearing  people  they  should  be  thrown  into  communica- 
tion with  hearing  people  more  and   more  as  time  advances,  and  not 
simply  be   plunged  into  a  hearing  world  at'  the  end  of  their  school 
career,  without  any  preparation  in  regard  to  what  communication  with 
hearing  people  means. 

I  venture  to  predict  that  the  same  course  that  has  gone  on  In  Germany 
will  go  on  here,  and  that  the  oral  day-school  for  the  deaf,  which  is  to- 
day in  the  minority  in  America,  will  In  the  future  represent  the  majority 
of  our  schools.  All  honor  to  the  noble  women  who  have  been  working 
so  faithfully  and  so  long  in  the  interests  of  the  deaf  children  of  Boston. 


« In  Germany  y%  »  whole  51.8  per  cent,  are  Jay-schools,  35  8  per  cent,  are  boarding- 
•ohools,  and  12.6  pur  cent,  are  mixed  schools.  In  I'russla  70  per  cent,  are  day-schools, 
13  per  cent,  boarding-schools,  and  17  per  cent,  mixed.  (Bee  Appendix  E,  also  report  from 
Oermauy  In  Appendix  13.) 


■^^\l 


e  things  of 
I  schools  of 
there  have 
School.    It 


''•■=°^«'^TT'=BW»8Sa»ff''*'^' 


^  -.-.^K*.-^4*i»>w&.is.Maai*.iiiga^j^^^^^^^^ "' 


It 


ORAL  MKTIIUI)  OF 


AITENDIX    A. 

THE  MILAN  coNVKNTiOM    (Hcpteiiibor,  I8H0). 

8<)nie  mnnthi  In  advnnoi'  of  tliu  iiR'ftinu,  public  notice  wupi  given  of  the 
qucRtion*  and  luhjicta  that  woiilil  hn  iligcuifcil  by  the  Convention,  in  a  letter 
of  invitHtion  nddrpfned  to  "  The  TencliiTH  and  Krlend*  of  tiie  Denf  and 
Dumb"  in  all  part*  of  thr  world.  Thu  following  were  two  uf  the  topiun  pro- 
pot«d  I 

1.  Polntout  the  advantajfen  of  the  method  of  artioiilation  over  (hat  of  ligna, 
and  the  reverse.  (  Tliis  should  be  eonnidered  prineipiilly  with  a  view  to  initruo- 
tlon,  without  neglecting  that  which  concerns  social  life.) 

2.  Explain  in  what  the  pure  oral  method  consiiits,  showing  the  diiTcrcnce 
between  this  method  and  that  called  combined.      (  'Annals,"  April,   1880 
Vol.  XXV.,  p.  18(i.)  ' 

^he  formal  answer  of  the  ("onvention  to  these  questions  was  as  follows  i 

1 .  This  Convention,  considering  the  incontettable  superiority  of  speech  over 
•igns  in  restoring  the  deaf-mute  lo  society  and  in  giving  him  a  more  perfect 
knowledge  of  iangunge,  dedareH  that  the  oral  method  ought  to  be  preferred 
to  that  of  signs  for  the  education  and  instruction  of  the  deaf  and  dumb. 

2.  This  Convention,  considering  that  the  simultaneiius  use  of  speech  and 
•igns  has  the  disadvantage  of  Injuring  speech,  lip-reading,  and  precision  of 
Jdeaa,  declares  that  the  pure  oral  method  ought  to  be  preferred.  ("  Annals  " 
1881,  Vol.  XXVI.,  p.  64.) 


APPENDIX    B. 


REPORTS     FHOM    AnROAD  (189.'?-4) 

Presented  to  the  American  Association  to  Promote  the  Teaching  of  Speech 
to  the  Deaf,  by  the  Hon.  John  Hifz,  Superintendent  of  tlie  Volta  Bureau  (see 
"  Pro^ieedings  of  Fourth  Summer  Meeting,"  Chautauqua,  N.Y.,  July,  1894). 
The  following  are  quotations  from  some  of  these  reports  : 

Italy:  "  Tlie  oral  method  generally  prevails,  the  manual  only  in  excep- 
tional instances  in  certain  schools  for  the  deaf.  It  is  noticeable  that  instruc 
tors  for  the  manual  method  are  no  longer  being  trained. 

"  G.  FiSRRKHI, 

•'  V.  Direttore  del.  R.  Isiitnto  Pendola  pet  Sordomuti,  Siena." 
France  :  "  Public  instruction  of  the  deaf  was  inaugurated  in  France  by 
the  Abb6  l'Ep6e  in  1760,  the  sign  language  being  used  at  first.  Bebian  sim- 
plified the  methods  employed,  and  Vainle-dabel  modifled,  perfected,  and 
rendered  more  permanent  the  system  of  instruction.  Up  to  1879  the  sign 
language,  writing,  and  articulation  were  used  in  various  ways  in  the  instruc- 
tion of  the  deaf  in  France. 


'■I'li-Liii  ui  I  ;.,it. 


INSTRUCTING  TIIK  DKAK. 


17 


"  Inipecitor-deneral  CUveau  introducel  tlio  onil  nudhod  Into  tlio  Nutionnl 
Inititute  for  Dciif-Mutcii  in  Honloaux,  ami  Into  the  Natiiinal  School  for  Di-af- 
Mutoi  In  rurU;  and,  finally,  altiir  tlio  conKroM  lit-lil  in  Milan  in  IH80,  moat 
of  tliu  Fruncli  nci'.ioli  atloptud  thu  puru  oral  muthoil,  exclmlint;  tho  tlgn 
lanuuatfo  altoKftlier.  Since  thun  all  now  piipil«,  enterinu  icIiooU  where  the 
(leaf  are  taught,  receive  ini«truction  in  lip-reading  and  articulation.  In  1888 
a  national  eonureis  hrounlit  together  in  I'arii  tho  Frencli  inntrnctora  In- 
tereited  in  tliiR  subject,  and  tliey  dineutied  tlie  rciult*  olttained  and  tho 
effort*  to  be  made  for  tho  future.  Since  tlie  adoption  of  the  oral  method,  all 
efforli  have  been  mainly  directed  towards  adapting  thU  method  to  wliatever 
may  present  Itself  in  tho  line  of  instruction,  rather  than  any  endeavor  to  in- 
augurate new  methods ;  moreovor.  Its  general  use  has  been  effected. 

"  Of  70  schools  with  400  teaehors  and  8,790  pupils  (a  few  small  institutions 
excepted),  nearly  all  use  the  oral  method. 

"  (Signed)  A.  Bklanobb, 

"Prof,  and  lAhr.  at  the  National  Institute  in  Paris," 

Orhmany:  "Germany  at  present  has  95  schools  and  educational  institu- 
tions for  tlie  deaf.  Of  these,  48  arc  day-gchools  (externate),  34  are  boarding- 
Bchools  (internate),  and  13  are  partly  day  and  partly  boarding  schools  (in- 
ter-externnte).  Total  number  of  pupils,  0,400,  of  lieh  .1,014  are  boys  and 
2,780  are  girls,  under  a  corps  of  050  teachers,  of  which  number  04  are 
ladies. 

"  In  Northern  Germany  it  appears  day-schools  are  more  numerous,  whereas 
in  Southern  and  Western  Germany  boarding-schools  outnumber  duy-schools. 
This  difference  is  to  be  accounted  for  by  the  religious  predilections  of  the  two 
sections;  Protestants  being  in  the  majority  in  Northern  Germany,  whilst  in 
Souttiern  and  Western  Germany  the  population  is  prevailingly'  Catholic. 
Tho  mixed,  or  day  and  boarding,  school  is  an  institution  of  recent  date. 
During  tlie  first  few  years  of  their  attendance,  the  pupils  of  these  schools 
are  furnished  with  board  and  lodging  in  tho  school  buildings,  approximating 
family  life  as  nearly  as  possible.  Their  young  lives  run  here  tlieir  ditily 
course;  they  are  here  trained  under  the  supervision,  discipline,  and  linguistic 
instructions  of  accomplished  teachers  of  the  deaf  from  early  morning  till  late 
at  night.  It  is  here  that  war  is  successfully  waged  against  signs,  and  it  is 
here  that  they  are  rendered  capable  of  freely  conversing  by  speech  during 
the  remainder  of  their  attendance  at  school,  in  whicii,  after  the  first  few 
years,  they  become  day  scholars.  This  arrangement  embodies  all  desired 
advantages,  and,  it  would  seem,  is  certainly  the  school  system  of  the  future. 

II  ,  ,  .  In  recent  years  an  embittered  contest  has  been  waged  in  Ger- 
many among  instructors  of  the  deaf  and  certain  adult  deaf  as  to  the  greater 
or  less  adaptability  of  the  oral  or  the  sign-language  metliods.  Fortunately 
this  contest,  in  the  interest  of  the  instructors  of  the  deaf  and  of  deaf-mute 
instruction  generally,  has  waned  and  lessened  in  acrimony  and  fanaticism. 


^^'^miiMii.i^!^;^'' 


18 


ORAL  METHOD  OF 


The  queBtion  is  being  discussed  and  considered  more  calmly  and  practically, 
devoid  of  personal  predilections,  fn  some  of  tlio  larger  German  institutions 
for  tl;e  deaf,  pupils  have  already  been  classified  and  separated,  a  lower  stand- 
ard being  exacted  for  t!ie  requirements  of  intellectually  less  favored,  for  in- 
stance, in  Schleswi^',  Hatibon,  etc.  On  the  other  hand,  the  agitation  against 
the  exclusive  employment  of  the  oral  method,  and  in  favo<*  of  the  partial  use 
of  gestures  and  writing  in  the  instruction  of  the  deaf  (as,  for  instance,  has 
been  introduced  into  Denmark),  in  Germany,  so  far,  has  nowhere  resulted  in 
practical  application,  although  many  a  pen  and  much  printer's  ink  has  been 
employed  in  effecting  it.  F.  W.  Ubuschert, 

"  I'rincipal  of  the  Sirassburg-  Neudorf  School  for  the  Deaf." 

GiiEAT  Britain:  " /.s  regards  methods,  the  pure  oral  method  is  making 
sure  progress.  Articulation  has  already  found  its  entrance  into  schools  where 
hitherto  it  has  been  excluded;  and  although  'speech  '  may  not  as  yet  be  used 
as  the  exclusive  means  of  conveying  instruction,  the  rising  generation  of 
teachers  will  undoubtedly  get  a  more  thorough  knowledge  and  appreciation 
of  the  p'lre  oral  system,  and  will  contribute  toward  its  general  adoption. 

"  William  Van  Praaoh, 
"  Director,  Training  College  for  Teachers  of  the  Deaf, 

"  11  Fitzroy  sq.,  London." 

Denmark  :  "All  children  of  school  age  are  received  at  the  oral  institution 
at  Fredericia  (.Jutland),  and  while  the  children  not  totally  deaf  or  having 
some  little  speech  are  immediately  transferr-"!!  to  the  oral  school  at  Nyborg 
(Funen),  and  the  feeble-minded  to  a  separate  institution  at  Copenhagen,  the 
remainder  are  retained  at  Fredericia,  and  about  one-third  of  them,  after  a 
trial  lasting  one  year,  are  transferred  to  the  old  royal  institution  at  Copen- 
hagen, a  manual  school.  The  children  not  transferred  arc  at  the  Fredericia 
institution  formed  into  two  divisions,  A  (the  bright  children)  and  B  (the 
children  of  average  intellect),  both  taught  by  the  oral  method. 

"  During  the  year  1893  a  sharp  controversy  took  place  between  the  innnual 
school  of  Copenhagen  on  the  one  side  and  the  schools  of  Fredericia  and 
Nyborg  on  the  other.  The  last-named  schools  wished  to  '.imit  still  more  the 
number  of  children  not  taught  by  speech,  while  the  first-named  asserted  that 
the  oral  method  had  been  allowed  to  extend  further  than  advisable  under 
a  school  organization  like  that  of  Denmark.  This  dispute  has  caused  the 
founding  of  an  association  headed  by  the  principals  of  Fredericia  and  Nyborg, 
aiming  to  withhold  the  orally  taught  denf  from  the  influence  exercised  over 
the  graduating  pupils  by  the  numerous  circle  of  sign-taught  deaf  in  the 
Danish  metropolis,  who  have  an  association  of  their  own.  The  oral  associa- 
tion now  edit  a  periodical  named  the  '  Effata,^  in  order  to  propagate  their 
views,  while  the  association  of  the  deaf  at  Copenhagen  have  for  several 
years  had  a  representative  in  the  press  named  '  Smaablade  for  dovstumme.'" 

Norway  :  "  A  plan  of  organization  was  adopted  in  1890,  accordinr  to 
which  all  deaf  children  were  to  be  received  into  three  schools,  one  at  Chris- 


prnctically, 
I  institutions 
lower  8tand- 
ared,  for  in- 
tion  against 
i  partial  use 
istance,  lias 
'  resulted  in 
r,k  has  been 

lERT, 

ie  Deaf." 

1  is  makiuf^ 
hools  where 
yet  be  used 
ineration  of 
ippreciation 
.  adoption. 

Deaf, 
London." 

I  instiiutlon 
'  or  having 

at  Nyborg 

nhagen,  the 

em,  after  a 

at  Copen- 

Fredericia 

ind  B  (the 

the  ninnunl 
[lericia  and 

II  more  the 
iserted  that 
able  under 

caused  the 
nd  Nyborg, 
Tcised  over 
leaf  in  the 
ral  asBocia- 
»gate  tiieir 
for  several 
vatumme.' " 
.'cordinf  io 
le  at  Chris- 


INSTRUCTING  THE  DEAF. 


19 


tiania,  one  at  Trondhjem,  and  one  at  Bergen;  the  last  named  taking  in  pupils 
bi-annually,  while  the  intellectually  weak  children,  after  a  trial  of  one  year 
at  the  original  schools,  are  transferred  to  a  separate  —  also  oral  —  school  at 
Hamar."  ■-\:' "•':'''-'<'^:':"':.---'-'^  ^ 

Sweden  :  •'  While  the  divergencies  of  opinions  as  to  methods  in  cases 
where  the  manual  method  formerly  was  the  prepondera  Ing  one  in  schools 
wert  adjusted  by  a  compromise,  giving  the  oral-method  schools  two-thirds 
of  the  children  and  the  manual-method  schools  one-third,  —  viz.,  the  intellec- 
tually weak  children,  —  it  appears  that  the  authorities  in  the  places  *here 
they  are  at  liberty  to  do  as  they  please  are  inclined  to  try  the  application  of 
the  oral  method  in  the  instruction  of  all  cliildren." 

Finland:  "  The  Grand  Duke  of  Finland,  Emperor  Alexander  III.,  issued, 
July  30,  1892,  an  ordinance  relating  to  the  education  of  the  deaf  and  blind. 
Among  other  enactments  the  following  may  be  noticed: 

"  '  In  the  cities  of  Knopio  and  Aabo  shall  be  established  oral  schools 
adapted  to  recei-'e  eighty-five  or  ninety  pupils  each;  the  imtrvction  it  to  be 
given  in  the  Finnish  language. 

"  '111  the  city  of  Borgaa  shall  be  established  a  school  adapted  to  receive 

forty-flve  or  fifty  pupils ;  the  instrucHonis  to  be  given  in  the  Swedish  language. 

•"'rhe  Finnish  schools  at  Knopio  and  Aabo  shall,  after  one  year's  trial, 

transfer  those  children  who  cannot  profit  by  the  oral  method  to  the  manual 

school  at  St.  Michel. 

"  '  The  Swedish  school  at  Borgaa  shall,  in  the  like  manner,  transfer  part  of 
its  pupils  to  a  school  a;  Jakobstad. 

'"In  order  to  educate  pupils  too  old  to  be  received  in  ordinary  schools,  a 
Finnish  school  shall  temporarily  be  established  at  Jyvoskylo  and  a  Swedish 
one  in  connection  with  the  manual  school  at  Jakobstad.' 

"  The  instruction  in  all  of  the  schools  is  given  gratuitously.  The  parents  or 
guardians  of  the  children  have  only  to  pay  the  costs  of  boarding.  The  oral 
schools  are  all  to  be  both  internats  and  externats,  the  children  being  boarded 
in  the  schools  ihe  first  two  years  of  their  instruction,  and  boarded  out  in  town 
the  six  last  years. 

"  The  advent  of  the  new  organization  marks  a  significant  progress  of  the 
oral  method,  as  the  manual  method  until  then  was  the  ruling  one  in  Finland, 
and  the  oral  method  for  many  years  was  only  employed  at  the  institution  at 
Knopio  (established  1874).  The  new  Inspector,  Mr.  Valter  Forsius,  has 
largely  contributed  to  this  result.  Lars  M.  Havstad." 

Adstraua:  "  In  1883  only  about  12  per  cent,  of  the  deaf-mutes  of  Aus- 
tralian institutions  were  educated  by  the  oral  method,  while  in  1803  53  per 
cent,  were  instructed  orally.  Samuel  Johnson, 

"  Superintendent  South  Australian  Institution." 

Mr.  Johnson's  report  includes  detailed  information  concerning  the  schools 
of  Australia.     The  following  table  has  been  compiled  from  his  figures : 


iMffttfi-*^^^  riir?.iVgim-H'il«ii1.'^i>T^ inrfrtwiiwi  il     fc'l  ■MirSiiiKi>Wrilimiil  rtlpfiWi|llilOT(iliitli;feg^|^*t^  *'^^ 


20 


ORAL  METHOD  OF 


STATISTICS   OF  ADSTBALIA    (1893). 


Naiib  or  eCBOOL. 

Total  Number 
of  Puplli. 

NcMBEa  or  Pcpits  tauoht 

BT  THB 

Oral  Method. 

Manual  Method. 

1.  New  South  Wales  Institution. . 

2.  Victoria  Institution 

61 

68 

40 

7 

36 
28 
80 

26 
36 

3.  South  Australia  Institution 

4.  Queensland  Institution 

10 

7 

Total  

166 

88 

78 

APPENDIX   C. 

THB   ROYAL   COHHISSIOM   OF  GREAT   BRITAIN. 

A  eummnry  of  recoramendntions  extracted  from  the  official  report  of  the 
Hoyal  Commission  may  be  found  in  an  Appendix  to  "  Education  of  Deaf 
Children,"  published  by  the  Volta  Bureau,  p.  254;  see  also  "Annals"  1889, 
Vol.  XXXIV.,  pp.  800-307. 

The  ninth  and  tenth  recommendations  relate  to  methods  of  instructing  the 
deaf,  and  read  as  follows  : 

"  We  recommend :     ...  ,,> 

"9.  That  every  child  who  is  deaf  should  have  full  opportunity  hf  being 
educated  on  the  pure  oral  system.  In  all  schools  which  receive  government 
grants,  whetlier  conducted  on  the  oral,  sign  and  manuiil,  or  combined  sys- 
tem, hU  children  should  be,  for  the  first  year  at  least,  instructed  on  the  oral 
system,  and  after  the  first  year  they  should  be  taught  to  speak  and  lip-read  on 
the  pure  oral  system,  unless  they  are  physically  or  mentally  disqualified,  in 
which  case,  with  the  consent  of  the  parents,  they  should  be  either  removed 
from  the  oral  department  of  the  school,  or  taught  elsewhere  on  the  sign  and 
manual  system  in  schools  recognized  by  the  Education  Department.  The 
parent  shall,  as  far  as  practicable,  have  the  liberty  of  selecting  the  school  to 
which  his  cliild  should  be  sent. 

"  10.  That  children  who  have  partial  hearing  or  remains  of  speech  should 
in  all  cases  be  educated  on  the  pure  oral  system.  The  children  should  in  all 
sc'i.v  .<l8  be  classified  according  to  their  ability." 


:h 


(i(  being 
'^ernraent 
ned  sys- 

the  oral 
)-read  on 
lifled,  in 
removed 
iign  and 
It.  The 
chool  to 

I  should 
d  in  all 


22 


ORAL  METHOD  OF 


APPENDIX    E. 

yAT-8CHOOL8    8DPER8EDINO   BOARDING-SCHOOLS   IN   GERMANY. 

thi'M^"!-  ""  ,"?■  '^°''"  "'*'•  Superintendent  of  the  Volta  Bureau,  directed 
he  attention  of  the  American  Association  to  Promote  the  Teaching  of  Speech 

1 1!.  ,  il"  '  'T''''"'  '"""•-•'  ''•""  '"^  "  J"--!  of  the  Royal  Prussian 
Stat,  tical  Bureau  for  1888,"  p.  217  (see  -Proceedings  of  pfrst  Summer 
Meeting,  1891,"  p.  344):  ^irsioummer 

"Talcing  into  special  consideration  the  deaf-mute  institutions,  we  observe 
n   later  years  a  change  taking  place  in  their  character;  that  is,  boarding, 
schools  are  changing  more  and  more  into  day-schools. 

.lowing  causoT:"  "'"'"'  ""''^"•"^'»"«  <"'«"8«  "«  ^^'^^ibod  by  experts  to  the  fol- 

S  ^\    '^!'t '^"y-^'"""*'  "ff"''!''  to  the  pupils  the  beneficial  chango  between 

chool  and  home,  and  thereby  increases,  through  intercourse  with  the  world 

his  power  of  observation.  w^ona, 

bol'rd"ing1:tor"  '""'^^  """  '"'''''^"'''  ""^"^'°"  ^"^  ''  P»"''>'^  -  the 

Ji?V  ^''' !"'"'"'""•'  «f  pupils  with  different  people  promotes  more  espe- 
cially ip-readmg,  and  also,  in  general,  speech,  whereas  the  latter  out  of  sZol 

by  ges;:;;s       '"  "'  '^"^  '""''''  '"  '^^  boardmg-school  and  supp.eLeted 

"  4.    Ei«demic8,  which  on  divers  occasions  have  been  the  means  of  greatly 

rrz^.'S.."-"'  "'"■'  '»"^'"-"^"''  '"•■"' "  ^""--t 

At  the  same  meeting'  of  the  speech  association  (see  "Proceedings  of  First 
Summer  Meeting,"  p.  342)  Mr.  Hit*  presented  the  following  table  of  sta 
tics^concerning  German  schools  for  the  deaf,  extracted  from  t'he  .•  Orgl:  "  t 


' 


f 


INSTRUCTING  THE  DEAF. 


28 


STATISTICS    OP   OERMANT. 

Fiom  the  "  Organ"  for  1890. 


SCBOOLB. 

1 

& 

I 

47 
15 
8 
3 
2 
8 
4 

13 
96 

8 

till 

a 

ca 

6 

12 
6 
2 

8 
4 

2 
84 

1 

>> 

83 
8 
2 

2 
9 

8 

1 
1 

2 

i 

£ 
3 

i 

X 

3 

•3 

1 

s 

£ 

a 

1 

Prussia 

Bavaria  .    ... 

Wurtemburg  . 

Saxony  

Hesse 

Baden 

Els'ce-Loth'gen 

Remainder    of 
States  

4,088 
696 
8:)2 
390 
115 
124 
178 

442 

2,886 
802 
161 
219 

69 
119 

91 

263 

1,747 

294 

191 

171 

46 

96 

87 

179 

382 
86 
27 
41 
14 
28 
12 

43 

24 
14 
10 

1 
18 

2 

875 
69 
40 
36 
1!) 
20 
21 

48 

Total 

49 

12 

6,370 

8,560 

2,810       678 

64 

611 

Mr.  Reuscliert,  in  liis  report  from  Germany,  quoted  in  Appendix  B,  describes 
the  nature  of  the  mixed  school  (inter-externai) ,  and  speaks  of  it  as  "  the 
school  system  of  the  future." 


i 


«* 


.«»MM«.iai»,ii«5i,,rtS«,K«to^i„«,^,Mi.j,,„,,:.,.^,,,^,^^^^ 


